8. What is the most
important thing you
have learnt today?
Why is it most
important?
Back to
the start
8
9. What do you want to
know as a result of
what we have learnt
today?
Back to
the start
9
10. What can you do now,
that you could not do
at the start of the
lesson?
Back to
the start
10
11. How has today’s lesson
altered your
knowledge or
understanding?
Back to
the start
11
12. What questions do you
have based on today’s
lesson?
Back to
the start
12
13. Why do you think we
have studied what we
have, this lesson?
Back to
the start
13
14. How might you alter
today’s lesson for
future students?
Back to
the start
14
15. In what ways might
you use your learning
from today’s lesson, in
the future?
Back to
the start
15
16. What has been the
purpose of our lesson
today?
Back to
the start
16
17. How might you use
what you have learnt
today?
Back to
the start
17
18. If you were going to
teach this lesson to
younger students, what
would you identify as the
key things they would
need to know?
Back to
the start
18
19. Based on what we
have learnt today,
what do you think we
should study next?
Why?
Back to
the start
19
20. Where might you make
use of the learning we
have done today?
Back to
the start
20
81. Swap your work with a
partner and asses it:
What have they done
well?
How might they improve?
Back to
the start
81
82. Assess your own work:
What have you done
well?
What can you improve
next lesson?
Back to
the start
82
83. What strengths have you
shown in today’s lesson?
What areas for
improvement can you
find?
Back to
the start
83
84. Find a partner with whom you
do not usually work.
Swap your work and asses it:
Identify three strengths and
one target for improvement
Back to
the start
84
85. What is the most
important thing we
have learnt today and
why?
Back to
the start
85
86. Write down all the things we
have learnt today.
Once you have done this,
order them according to how
important you believe them to
be.
Back to
the start
86
94. Write three key questions which
you think people in the class
should be able to answer, based
on today’s lesson.
When ready, go around and ask
people your questions.
Back to
the start
94
99. Pick one thing you
have done today and
identify how you could
do it better
Back to
the start
99
100. Pick one thing you
have done today and
identify why it was
good and how it has
helped you
Back to
the start
100
101. To what extent do you
feel what we have
learnt today is useful?
Why?
Back to
the start
101
102. Write what you have
learnt today on a piece
of paper and hand it in
on your way out
Back to
the start
102
103. If you feel you have fully understood
the lesson, give a thumbs up.
If you feel you have understood most
of it, turn your thumbs sideways.
If you feel you have struggled to
understand it, give a thumbs down.
Back to
the start
103
104. Think about today’s lesson. Give yourself a
score between 1 and 5.
1 = I have really struggled and need more help.
5 = I have understood nearly everything and
could explain to others.
Once you have done this, find someone with a
different score. Either ask them for help, or
offer them help.
Back to
the start
104
105. Write down the
questions you still have
about the topic, and
which you do not feel
have been answered
yet
Back to
the start
105
106. What criteria would
you use to judge
whether someone has
fully understood the
lesson today?
Back to
the start
106
110. Write down what you
think is the most
important thing you
have learnt today, and
then hold it up for
everyone to see
Back to
the start
110
111. Draw a line and label it from one (no
idea) to ten (completely understand).
Indicate where you feel you were at
in relation to the topic at the start of
the lesson, and where you feel you
are at now. Then, explain your
choices.
Back to
the start
111
112. Work in a group and
create a freeze-frame
showing the key thing
you have learnt today.
Back to
the start
112
113. Work in pairs. Take it in
turns to mime key ideas and
information from the
lesson.
The other person has to
guess what is being mimed.
Back to
the start
113
114. Create a short role-play
in which someone’s life
is changed through
learning what we have
learnt today
Back to
the start
114
115. Create a pair of still
images showing life
before and after what
we have learnt today
Back to
the start
115
116. Work in groups. Create
a role-play showing
what life would be like
if no one knew about
what we have learnt
today.
Back to
the start
116
117. Work in pairs. Create a
thirty-second sales
pitch for today’s
learning, which could
be used on a television
shopping channel.
Back to
the start
117
118. Work in pairs. One person is the
interviewer.
The other person has had their life
changed by what we have learnt
today.
Conduct an interview for the BBC
news using these roles.
Back to
the start
118
119. Work in groups. One person is the
chairperson.
The rest split between for and against.
The motion is: ‘Today we have learnt
some incredibly important things’.
The debaters must argue the point whilst
the chairperson referees.
Back to
the start
119
120. Work in pairs. Each person, in secret,
chooses an emotion.
Next, conduct a discussion about what
we have learnt today, whilst playing
that emotion.
When the teacher says, continue the
discussion but swap your emotions.
Back to
the start
120
121. Work in groups. Turn today’s
lesson into a dramatic story.
One person reads the story
aloud while the rest of the
group act it out.
Back to
the start
121
140. If we went through
today’s lesson again,
what would you
change and why?
Back to
the start
140
141. Turn today’s learning
into an advertising
slogan, then be ready
to explain your
thinking
Back to
the start
141
142. List everything you have learnt
this lesson.
Once done, order your list from
most to least important.
Be ready to justify your choices.
Back to
the start
142
143. Write a postcard to a friend
explaining what you have
learnt this lesson.
Draw a picture for the front
showing what you have learnt.
Back to
the start
143
144. Write a txt msg
explaining what you
have learnt this lesson
Back to
the start
144
145. Choose three keywords we
have used this lesson.
Write a definition for each
and then give an example.
Back to
the start
145
146. Choose one thing you
have done this lesson
and redo it so that it is
better
Back to
the start
146
147. Plan your own lesson
covering what we have
studied today
Back to
the start
147
148. Compare what you have learnt
this lesson with what you
learnt last lesson.
How is it similar?
How is it different?
Back to
the start
148
149. Write a list of what you
have learnt today.
Give examples for each so
as to show your
understanding.
Back to
the start
149
150. Produce a summary of what you
have learnt today.
When done, rewrite it using fewer
words.
After that, reduce it to either a
single sentence, or three bullet
points.
Back to
the start
150
151. In pairs, discuss what
you have learnt this
lesson.
Be ready to feedback
examples.
Back to
the start
151
152. In pairs, assess your work.
Take it in turns to go through
and identify the strengths and
one area for improvement in
your work, and in that of your
partner.
Back to
the start
152
153. Come up with a series of questions
designed to test someone’s
knowledge of what we have
studied today.
When ready, work in pairs and test
each other.
Back to
the start
153
154. In pairs, take it in turns to
interview one another
about what has been
learnt today.
Take notes as you go.
Back to
the start
154
155. In pairs, produce a list of key words
and definitions which link to today’s
lesson.
Then, jumble them up and
challenge another pair to match the
correct word to the correct
definition.
Back to
the start
155
156. In pairs, discuss how you feel
what we have learnt today is
used in the wider world.
Be ready to feed back to the
whole class.
Back to
the start
156
157. In pairs, take it in turns
to try and talk for a
minute about today’s
topic without pausing
or repeating yourself.
Back to
the start
157
158. In pairs, one person is ‘for’ and one person is
‘against’.
The motion is: ‘What we have learnt today is
extremely important.’
The people ‘for’ will go first, for a minute.
The people ‘against’ will get a minute after that.
Finally, there will be a minute of free-for-all, where
both sides can speak.
Back to
the start
158
159. Take it in turns to draw something
connected to today’s lesson.
The other person must try to guess
what it is.
The drawer is not allowed to talk,
or to write any words.
Back to
the start
159
160. In groups, discuss what
you have learnt this
lesson.
Back to
the start
160
161. In groups, identify what you think are
the three most important things we
have learnt today.
Elect one representative.
They will travel to other groups and try
to persuade them of your views.
Back to
the start
161
162. In groups, take it in
turns to try to talk for
one minute about
today’s topic without
stopping or repeating
yourself.
Back to
the start
162
163. In groups, produce a
role-play based around
something we have
learnt today.
Back to
the start
163
164. Write a possible exam
question based on today’s
learning.
Swap books with a partner
and attempt their question.
Back to
the start
164
165. Write a possible exam
question based on
today’s learning.
Then, write a model
answer.
Back to
the start
165
166. Write a series of multiple
choice questions based on
today’s learning.
Swap books with a partner
and attempt their questions.
Back to
the start
166
167. Draw three to five key concepts or
ideas linked to today’s lesson.
Do not label them.
Swap books with a partner and try to
identify what the concepts or ideas
are.
Back to
the start
167
168. Write three possible exam
questions based on today’s
learning.
Walk around the room and ask your
questions to other students.
Discuss their answers with them.
Back to
the start
168
169. In groups, write a short summary of
everything we have learnt today.
Produce a series of appropriate actions
to go with your summary.
One person will read the summary out
to the class whilst the rest of your
group do the actions.
Back to
the start
169
170. Write a question,
based on today’s topic,
with which you think
you can beat the
teacher.
Back to
the start
170
